ABSTRACT
Faculty Reports constitute a running reprise on Shulman's point, showing over and over, in various contexts, that working together around issues of teaching and learning is just plain helpful; that there are aspects of teaching that faculty peers are best (or particularly well) equipped to assist with. The author's collaboration emerges directly and intrinsically from our philosophies about teaching and research as fundamentally dialogical activities The third corollary of teaching as scholarly work is that faculty take professional responsibility for the quality of their work as teachers. Finally, the faculty whose reports appear in this volume would, the author sure, be the first to insist that they do not have all the answers; that their collaboration is a work in progress. As this volume goes to press, the AAHE project on the peer review of teaching moves into a next stage of work.
